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Books on the topic 'Clinical learning experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Billett, Stephen, Jennifer Newton, Gary Rogers, and Christy Noble, eds. Augmenting Health and Social Care Students’ Clinical Learning Experiences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05560-8.

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2

Mundt, Mary Hollahan. The conceptualization and organization of clinical learning experiences in the baccalaureate nursing curriculum. 1986.

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3

Cushinberry, Aletha J. STRESS IN BACCALAUREATE NURSING STUDENTS ASSOCIATED WITH CLASSROOM AND CLINICAL LEARNING EXPERIENCES (STATE-TRAIT ANXIETY). 1986.

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4

Kosowski, Margaret Mary Rubritz. CLINICAL LEARNING EXPERIENCES AND PROFESSIONAL NURSE CARING: A CRITICAL PHENOMENOLOGICAL STUDY OF FEMALE BACCALAUREATE NURSING STUDENTS. 1993.

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5

Coetzer, Rudi. Notebook of a New Clinical Neuropsychologist: Learning Through Experience. Taylor & Francis Group, 2017.

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6

Coetzer, Rudi. Notebook of a New Clinical Neuropsychologist: Learning Through Experience. Taylor & Francis Group, 2017.

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7

Fregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.

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Critical Thinking in Clinical Research explains the fundamentals of clinical research in a case-based approach. The core concept is to combine a clear and concise transfer of information and knowledge with an engagement of the reader to develop a mastery of learning and critical thinking skills. The book addresses the main concepts of clinical research, basics of biostatistics, advanced topics in applied biostatistics, and practical aspects of clinical research, with emphasis on clinical relevance across all medical specialties. The goal of the book is to give a comprehensive and basic overvie

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8

Hogans, Beth B., and Antje M. Barreveld, eds. Pain Care Essentials. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780199768912.001.0001.

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Pain Care Essentials targets the needs of primary care providers and entry-level healthcare professionals to understand pain. Based on the successful approach of examining four basic questions, this textbook addresses: What is pain? How is pain assessed? How is pain managed? and How does clinical context impact pain experience and management? Weaving together advances in science and clinical practice, this text covers the full spectrum from basic pain signaling mechanisms, psychology, and epidemiology, to clinical skills, treatment choices, and impacts on children, older adults, and those with

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9

Minhaj, Mohammed, and Magdalena Anitescu, eds. Cardiac Anesthesia: A Problem-Based Learning Approach. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190884512.001.0001.

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Cardiac Anesthesia: A Problem-Based Learning Approach provides a comprehensive review of the dynamic and ever-changing field of cardiac anesthesia. Its problem-based format incorporates a vast pool of practical case-related questions as well as multiple choice questions at the end of the chapter. Each chapter starts with a case description, usually a compilation of several actual cases; it then branches out, through case-based questions, to increasingly complex situations. This structure is designed to create an authentic experience that mirrors working through the nuances of a complicated cli

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10

Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.

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This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The developm

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11

Novara, Giacomo, Alexander Mottrie, Filiberto Zattoni, and Vincenzo Ficarra. Technology and prostatectomy. Edited by James W. F. Catto. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199659579.003.0067.

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Radical prostatectomy (RP) is the gold standard surgical treatment for patients with clinically localized prostate cancer and life expectancy more than 10 years. In the last decades, the desire to reduce the invasiveness of traditional retropubic RP has produced an increasing interest towards laparoscopic techniques, but acceptance was limited primarily because of the steep learning curve. Conversely, robot-assisted laparoscopic RP (RARP) had a rapid and wide diffusion in the world. Surgical technique for RARP is currently very well standardized and reported in the literature. According to the

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12

Harrod, Molly, Sanjay Saint, and Robert W. Stock. A Safe, Supportive Environment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.003.0004.

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The 12 attendings all created a safe and supportive learning environment but used various strategies to do so. The attendings provide positive feedback and are completely engaged during rounds. They make themselves available to learners and are eager to help them. The attendings also get to know their learners on a personal level in order to build trusting relationships with their teams. The attendings admit their own mistakes and welcome challenges from learners, demonstrating their conviction that a mistake is a prime learning experience. Learners engage in clinical decision-making, knowing

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13

Arnold, Robert M., Anthony L. Back, Walter F. Baile, Kelly A. Edwards, and James A. Tulsky. The Oncotalk/Vitaltalk model. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0056.

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Clinicians can, with training, improve their communication skills. In this chapter, we describe an interactive, evidence-based method for teaching clinicians to communicate with seriously ill patients. The programme, Vitaltalk, emphasizes small-group teaching with simulated patients and immediate feedback to allow learners to practice how to give serious news, talk about goals of care, and about what is most important to dying patients. This chapter describes common evidence-based principles used in developing an advanced communication skills programme based on Oncotalk experiences, identifies

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14

Agid, Ofer, Thomas R. E. Barnes, Majella Byrne, et al. Illustrative case studies. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198828761.003.0013.

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This chapter presents case histories illustrating key aspects of the treatment of schizophrenia based on the authors’ clinical experience of patients that they have treated over the years, although identifying details have been changed. The art of clinical practice includes interpreting and applying evidence to help individual patients who often do not fit into the categories used in clinical trials. The cases show the application of evidence, and also its limitations, in real-world settings. This emphasizes the need for the evidence discussed throughout this book to be considered in the indiv

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15

Clair, Alicia. Music Therapy for People Who Have Alzheimer’s Disease. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.39.

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A description of the current state of music therapy research with those who have dementia and the future of music therapy in dementia care is provided in this chapter. The contents stem from many years of experience as a board-certified music therapist with those who have dementia and their care givers, and it culminates learning from clinical practice and research in the development of a theoretical framework and practice knowledge. Deep appreciation is expressed for all care receivers, and their care givers, who allowed music therapy to become part of their lives and who consented to partici

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16

Rauch, Sheila A. M., and Israel Liberzon. Mechanisms of Action in Psychotherapy. Edited by Israel Liberzon and Kerry J. Ressler. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190215422.003.0019.

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Therapy at its core is based on learning, and learning at its core is biological. Experience that is not in some way encoded in the brain and/or body is lost. This chapter provides a discussion of mechanisms of therapy research in PTSD in which the goal is to understand how PTSD therapy works. First, the chapter reviews what a mechanism is and how therapeutic mechanisms are examined. It then discusses the importance of therapeutic mechanisms research within the broader realm of mental health research. It focuses on prolonged exposure (PE) therapy for PTSD as an example of application of mechan

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17

Benedek, David M., and Gary H. Wynn, eds. Complementary and Alternative Medicine for PTSD. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780190205959.001.0001.

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Posttraumatic stress disorder may result from exposure to a myriad of traumatic events including war, natural disaster, and interpersonal violence. Traditional methods of pharmacotherapy and psychotherapy have provided relief to many but have also failed to address the suffering of large numbers of others. This suboptimal response to traditional care leaves many both patients and providers frustrated that tools necessary to alleviate the social, occupational and interpersonal dysfunction resulting from PTSD seem lacking. Complementary and Alternative Medicine for Posttraumatic Stress Disorder,

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18

Gough, Christopher, Justine Barnett, Tim Cook, and Jerry Nolan, eds. Challenging Concepts in Critical Care. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198814924.001.0001.

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This book includes 18 challenging topics in critical care. Each chapter is centred on a clinically relevant case study and comprises a full case history, punctuated by evidence-based, up-to-date learning points which highlight the critical information for the reader. Every chapter has additional commentary from an expert on that topic, providing further insight to some of the key points and controversies. This book provides essential reading for those working for intensive care exams, but will also be a valuable resource for experienced critical care clinicians looking for a concise update on

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19

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Collaboration and Referral. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0014.

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The final chapter summarizes the benefits of clinician support for students and families who experience academic challenges and learning problems. A review of issues covered in this volume includes the definition of learning disability, challenges in understanding differences between school and external evaluations, differences in terminology, and the lack of congruence between parental expectations for schools and what schools may actually (and appropriately) offer. Recommendations for clinicians include the importance of obtaining a thorough academic history and consideration of school perfo

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20

Busemeyer, Jerome R., Zheng Wang, James T. Townsend, and Ami Eidels, eds. The Oxford Handbook of Computational and Mathematical Psychology. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199957996.001.0001.

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A comprehensive and authoritative review on most important developments in computational and mathematical psychology that have impacted many other fields in past decades. Written in tutorial style by leading scientists in each topic area, with an emphasis on examples and applications. Each chapter is self-contained and aims to engage readers with various levels of modeling experience. The Handbook covers the key developments in elementary cognitive mechanisms (e.g., signal detection, information processing, reinforcement learning), basic cognitive skills (e.g., perceptual judgment, categorizat

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21

Forbes, Karen, and Jane Gibbins. Teaching and training in palliative medicine. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199656097.003.0042.

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Patients die in almost all areas of medicine; it is therefore essential for doctors to be equipped with the knowledge, skills, attitudes, and behaviours necessary to look after patients who need care at the end of life. This chapter explores what the training needs of the various doctors caring for patients with palliative care needs are, how their curricula have developed, and the variety of ways training is delivered. It suggests that learners need to move out of the classroom to achieve exposure to real clinical experience with patients approaching the end of their lives with support from s

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22

Boulton, Jill E., Kevin Coughlin, Debra O'Flaherty, and Alfonso Solimano, eds. ACoRN: Acute Care of at-Risk Newborns. 2nd ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197525227.001.0001.

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The Acute Care of at-Risk Newborns (ACoRN) program trains health care providers to stabilize that most challenging and enigmatic of medical patients: the unwell newborn. Early assessment, intervention, and management of at-risk or unstable infants can be critical for their survival and long-term health. Clinical care standards and educational programs to address these requirements are needed. The ACoRN program provides a unique, prioritized, and systematic approach to newborn stabilization for health care professionals with any degree of experience. ACoRN-trained providers learn to gather info

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23

Martinez-Hurtado, Eugenio Daniel, and María Luisa Mariscal Flores, eds. An Update on Airway Management. BENTHAM SCIENCE PUBLISHERS, 2020. http://dx.doi.org/10.2174/97898114323851200301.

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In recent years, there have been many advances in the safe management of the patient's airway, a cornerstone of anesthetic practice. An Update on Airway Management brings forth information about new approaches in airway management in many clinical settings. This volume analyzes and explains new preoperative diagnostic methods, algorithms, intubation devices, extubation procedures, novelties in postoperative management in resuscitation and intensive care units, while providing a simple, accessible and applicable reading experience that helps medical practitioners in daily practice. The comprehe

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24

Jester, Rebecca, Julie Santy Tomlinson, and Jean Rogers. Oxford Handbook of Trauma and Orthopaedic Nursing. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831839.001.0001.

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The second edition of the Oxford Handbook of Orthopaedic and Trauma Nursing is an easily accessible, practical, and comprehensive guide to orthopaedic and trauma care. Principally aimed at nurses working in the specialty, it is also a useful guide for all healthcare practitioners and students. This edition provides new information about supporting people with a learning disability within orthopaedic and trauma care settings, virtual clinics, updated management and competencies, fast-track and enhanced recovery pathways, and a stronger emphasis on the health promotion role of nurses in the fiel

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25

Riley, Richard D., Danielle van der Windt, Peter Croft, and Karel G. M. Moons, eds. Prognosis Research in Health Care. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198796619.001.0001.

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What is going to happen to me, doctor?’ ‘What outcomes am I likely to experience?’ ‘Will this treatment work for me?’ Prognosis—forecasting the future—has always been a part of medical practice and caring for the sick. In modern healthcare it now has a new importance, with large financial investments being made to personalize clinical decisions and tailor treatment strategies to improve individual health outcomes based on prognostic information. Prognosis research—the study of future outcomes in people with a particular health condition—provides the critical evidence for obtaining, evaluating,

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26

Yennurajalingam, Sriram, and Eduardo Bruera, eds. Hospice and Palliative Medicine and Supportive Care Flashcards. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190633066.001.0001.

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In the United States, the subspecialty of hospice and palliative medicine has seen rapid growth since it was recognized by the American Board of Medical Specialties. During the past decade, there has been a dramatic increase in the number of palliative care programs and improved access to palliative and hospice for patients with life-limiting illness. There has also been an increase in the educational opportunities as well as growth of fellowship programs to train palliative care fellows. Unfortunately, there are limited study aids available for learning and retaining essential concepts in pal

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27

Sicari, Rosa, Edyta Płońska-Gościniak, and Jorge Lowenstein. Stress echocardiography: image acquisition and modalities. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198726012.003.0013.

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Stress echocardiography has evolved over the last 30 years but image interpretation remains subjective and burdened by the operator’s experience. The objective operator-independent assessment of myocardial ischaemia during stress echocardiography remains a technological challenge. Still, adequate quality of two-dimensional images remains a prerequisite to successful quantitative analysis, even using Doppler and non-Doppler based techniques. No new technology has proved to have a higher diagnostic accuracy than conventional visual wall motion analysis. Tissue Doppler imaging and derivatives may

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28

Rushing, Sara. The Virtues of Vulnerability. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197516645.001.0001.

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There are many locations, relationships, and experiences through which we learn what it means to be a citizen. Contemporary healthcare—or “the clinic”—is one of those sites. Being drawn into the complex “medical-legal-policy-insurance nexus” as a patient entails all sorts of learning, including, it is argued here, political learning. When we are subjected as a patient, frequently through a discourse of “choice and control,” or “patient autonomy,” what do we learn? What happens when the promise of a certain kind of autonomy is accompanied by demands for a certain kind of humility? What do we le

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29

Daley, Dennis C., and Antoine B. Douaihy. Managing Your Substance Use Disorder. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190926670.001.0001.

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This is a recovery workbook that provides clients with practical information and skills to help them understand and change their problems with alcohol, tobacco, or other drugs, such as marijuana, cocaine or methamphetamine, heroin or fentanyl, or nonprescribed addictive medications. The workbook is designed to be used in therapy or counseling and will help to focus on specific issues involved in stopping substance use and in changing behaviors that keep substance use problems active. The information presented is derived from research, clinical and recovery literature, and the authors’ many yea

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30

Ferguson, Robert, and Karen Gillock. Memory and Attention Adaptation Training. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780197521571.001.0001.

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Memory and Attention Adaptation Training (MAAT) is a cognitive-behavioral therapy (CBT) designed to help cancer survivors self-manage and mitigate the late and long-term effects of cancer and cancer therapy on memory function. Cancer-related cognitive impairment (CRCI) is a set of mild to moderate memory and attention impairments that can have an adverse influence on quality of life. CRCI symptoms tend to present during active treatment, but for some individuals cognitive changes can persist for years. While the exact prevalence of CRCI is unknown, review of the literature estimates that nearl

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31

Bhaumik, Sabyasachi, and Regi Alexander, eds. Oxford Textbook of the Psychiatry of Intellectual Disability. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198794585.001.0001.

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Intellectual Disability (ID), a lifelong condition characterized by an impairment of intellectual functioning and deficits in adaptive skills is part of a spectrum of developmental disorders which also includes other conditions like autism and ADHD. While psychiatric problems are three to four times more common in those with ID, diagnosing it can be fraught with difficulties due to associated communication problems, atypical presentations, overlap with physical conditions, and experience of marginalization and abuse. In addition, treatment approaches may be different and the potential for trea

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